English 1° Unit 2 Term 1 Week 2, 2025

Instrucciones:

• Los bloques sombreados en color gris se pueden ocultar en la impresión final.
• Para ello haga clic sobre cada uno de los bloques que desea ocultar.
• Para encenderlo nuevamente, pulse el bloque otra vez.
• Solamente los bloques encendidos serán impresos.
• Pulse el botón «Imprimir» cuando se encuentre listo.
• Para un mayor aprovechamiento del espacio, recomendamos eliminar los márgenes al imprimir.

¿Cómo guardar PDF?


Recomendamos utilizar el navegador Google Chrome.
Si no lo tiene instalado en su dispositivo puede descargarlo aquí.

El diálogo de impresión iniciará en cuanto cierre estas instrucciones.

En el cuadro de diálogo, cambie el destino de la impresión:

En las opciones, seleccione «Guardar como PDF»:

Para aprovechar todo el espacio de su hoja, recomendamos desactivar los márgenes:

Por último pulse el botón «Guardar»:

¿Cómo imprimir en color?


Recomendamos utilizar el navegador Google Chrome.
Si no lo tiene instalado en su dispositivo puede descargarlo aquí.

El diálogo de impresión iniciará en cuanto cierre estas instrucciones.

En el cuadro de diálogo de la impresión siga las siguientes instrucciones:

Si desea imprimir el planeamiento a color, asegúrese de activar la opción «Color»:

En la sección «Más configuraciones»:

Active la opción «Gráficos de fondo»:

Finalmente pulse el botón «Imprimir»:

      School year: 2025

      Period:

        Term: I
        Level: First Grade
        Unit:1
        Week: 2
        Domain: Socio-interpersonal
        Scenario: This is our Classroom
        Theme: Things in My Classroom
        Enduring Understanding: The things in our classroom help make learning easier.
        Essential Question: What makes our classroom special?
        General Competences:

        Responsible Citizenship ( X )

        Life Competences ( )

        Competences for Employability ( )

        Learn to Know

        Grammar & Sentence Frames

        (S-V-C) sentences with BE

        • This is my classroom.
        • This is a table.
        • This is a book.

        Adjectives (quantity/ size/color) with nouns

        • This table is brown.
        • The book is red.
        • The two desks are small.

        Vocabulary

        Teacher’s desk, desks, tables, chairs, fan, whiteboard, lights, door, windows, marker, eraser, plants.

        Adjectives: * brown, black, blue, green, red, yellow, orange, soft, hard, big, small

        Phonemic Awareness

        /g/ /b/ (glue, girl, book, boy)

        Learn to Do

        Function

        Identifying classroom objects

        Discourse Markers

        And

        Learn to Be and Live in Community

        Psycho-social

        • Showing respect for classmates’, teacher’s and other’s belongings

        Socio-cultural

        • Taking turns when working in groups

        Idioms/phrases

        • Elbow partners

        Assessment Strategies & Evidences of learning

        Learner…

        L.3. Recognizes spoken words similar to the native language.

        Goals

        Learner can…

        L.3. Understand simple information about an object (for example, the size and color of a book, and where it is) if the person speaks slowly and clearly, possibly with accompanying gestures.

        Pedagogical Mediation/ Didactic Sequence

        Pre-teaching
        Warm up

        The teacher shows the students different objects around the class and asks?
        What is this?
        What color is this _______ ?
        The teacher repeats the questions several times with different items.

        For example:

        • Desk
        • Board
        • Door
        • Chair
        • Trash can
        • Window

        Activation of Prior Knowledge

        The teacher asks some students to practice the questions out loud.

        Some students come to the front of the class and ask the same questions with different objects.

        Time

        S.P.1. Names some common objects in familiar environments.

        W.1. Says words for teacher to write.

        S.P.1. Name some common objects in familiar environments, for example (e.g., It is a ruler. It is a book

        W.1. dictate words for teacher to write.

        Modeling

        The teacher explains that the color should go before the object.
        Example:

        • This is a red pencil.
        • This is a black trash can.
        • This is a brown door.

        The teacher explains that the size should go before color and the object.

        Example:

        • This is a big blue door.
        • This is a small yellow chair.

        .

        Clarifying

        Teacher clarifies vocabulary and the order of the adjectives.

        Oral Comprehension (Listening)
        Pre-task

        Students look at page 33.
        The teacher reads the text. Students repeat out loud after the teacher.

        Task rehearsal

        The teacher writes the vocabulary on the board.
        Students illustrate the vocabulary.

        • Book case
        • Trash can
        • Window
        • Desk
        • Table
        • Board
        • Chair
        • Door

        Task completion

        The teacher mentions the different classroom furniture on the extra sheet.

        The teacher explains students must listen to the instructions and color the different furniture.

        Students complete the extra sheet.

        Teacher’s script
        1 Color the windows blue. 2. Color the desks yellow. 3. Color the door brown. 4 Color the board green. 5 Color the bookcase orange.
        6 Color the trash can pink.

        Task assessment

        Students observe page 35.

        The teacher asks the questions slowly.

        Students mark yes or no.

        Post task

        Some students mention different school furniture for the teacher to write on the board.